Art Historian with a PhD Offering Art History Lessons (A-Level and Beyond), Exam Preparation, Essay Support, and University Application Guidance

Find out more about Elisa

• When did you develop an interest in your chosen field and in private tutoring?

  I developed an interest in Art History while studying it in high school. Before encountering it at school, I knew very little about the subject, and discovering it was truly mind-blowing. I had always loved history and literature, and I enjoyed drawing, so Art History felt like the perfect combination of my passions.
  
  I later pursued the subject at university, where I realised that while I found learning content quite natural, I initially struggled with building strong, structured arguments in essays and in my thesis. The work I did to overcome this challenge, such as developing clear methodologies and analytical strategies, made me realise how valuable this process was. It inspired me to support other students who might be facing similar difficulties and to share practical tools that make academic writing more accessible.
  
  My journey with Italian, my second subject, followed a similar path. When I moved to the UK, I struggled with the language at first. Experiencing that challenge personally allows me to truly understand what it means to learn a new language and the frustrations (but also the rewards) that come with it. This empathy strongly informs my teaching

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  My favourite area to teach in Art History is the Italian Renaissance, particularly questions of gender and representation. I enjoy exploring how art reflects social structures and power dynamics and I love helping students connect visual analysis with broader historical and cultural contexts. Encouraging students to move beyond description and develop a critical voice is something I find especially rewarding.
  
  That said, I enjoy teaching Art History in a comprehensive way, from painting and sculpture to architecture and material culture. Architecture can sometimes feel more challenging, both for students and for me, as it requires a different type of spatial and structural understanding. For this reason, I have developed a glossary and clear analytical frameworks to make architectural analysis more accessible and less intimidating.
  
  Alongside Art History, I also teach Italian. What I enjoy most is conversation: helping students gain confidence in speaking and expressing themselves naturally. I know that grammar can often feel overwhelming or discouraging, especially for beginners. For this reason, I aim to integrate grammar into communication rather than teaching it in isolation. I believe language is first and foremost about connection and expression, so I create a supportive environment where students feel comfortable making mistakes and gradually building fluency. Watching students move from hesitation to confidence in conversation is one of the most satisfying aspects of my work.

• Did you have any role models; a teacher who inspired you?

  Yes, my high school Art History teacher had a profound impact on me. She was extremely knowledgeable and rigorous in her approach, but also empathetic and supportive. She expected a lot from her students while making us feel understood and encouraged. I strive to bring that same balance of academic seriousness and emotional intelligence into my own teaching.

• What do you think are the qualities required to be a good tutor?

  Empathy is fundamental. A good tutor must be able to understand a student’s individual needs, strengths and insecurities. No two students learn in the same way: what works for one might not work for another.
  
  Adaptability is therefore essential, being able to tailor lessons, explanations, and exercises to different learning styles. Patience, clarity, and the ability to break down complex ideas into manageable steps are also key qualities. Most importantly, I believe a good tutor builds confidence alongside knowledge.
  
  I also understand the impact that anxiety and academic pressure can have on performance. As a student, I experienced this myself, which has made me particularly attentive to creating a calm and supportive learning environment. I believe students perform at their best when they feel safe to ask questions and make mistakes without judgement.

• Provide a valuable anecdote related to your subject or your days at school.

  In my hometown, there was a 17th-century palace with extraordinary frescoes that had been closed to the public for many years. As my passion for Art History grew, I felt strongly that such cultural heritage should be accessible to everyone, not hidden away.
  
  I therefore founded a small charitable initiative with the aim of reopening the palace to visitors. We successfully organised free guided tours so that members of the local community (especially young students) could rediscover this part of their history.
  
  This experience reinforced my belief that Art History should not be elitist or exclusive. Making art accessible and meaningful to a wider audience remains one of the core motivations behind my teaching.

• What were the difficulties or challenges you faced (or still face) in your subject?

  Art History is an incredibly vast field, and it would be impossible to know everything in detail. Early on, I realised that memorising information alone is not enough. It is very important to develop strong visual analysis skills, the ability to look at an unfamiliar artwork and confidently analyse its composition, style, technique, and visual language, even when the context is not immediately known.
  
  Of course, contextual knowledge is essential for a well-rounded interpretation, but analytical skills provide a good starting point. This is something I prioritise in my teaching: helping students feel confident when faced with previously unseen material and equipping them with tools they can apply in any situation.
  
  With Italian, the challenge was different, but the solution is similar. As a non-native English speaker living in the UK, I experienced the frustration of trying to express complex ideas with limited vocabulary and uncertainty about grammar. I know how discouraging it can be to make mistakes or to feel blocked by verb tenses and sentence structures.
  
  That experience taught me that fluency comes from regular practice and from the willingness to communicate even when everything is not grammatically flawless. In my teaching, I focus on building a solid grammatical foundation, but I also encourage students to speak freely and not be afraid of mistakes.

• Do you have a particular passion? Is it teaching in general, an element of the subject, or something completely different?

  Teaching is definitely one of my greatest passions. After a class, I often feel energised rather than tired. Seeing students gain confidence and understanding is incredibly rewarding.
  
  Creativity is another central aspect of my life. I love cooking and experimenting in the kitchen, and I am drawn to all forms of creative expression. I believe this creative mindset also influences my teaching style, I aim to make lessons dynamic and engaging.

• What makes you a Superprof (besides answering these interview questions :-P) ?

  What makes me a Superprof is my genuine enthusiasm for what I teach. My passion for Art History and Italian is something that naturally drives me, and I believe students can immediately sense when a teacher truly cares about their subject. Enthusiasm is contagious, it certainly was for me when I was a student, and it played a decisive role in shaping my academic path.